Actitudes de docentes respecto a la educación inclusiva en una Unidad Educativa en Cuenca.

Abstract

Inclusive education is a great step that has taken education in our context in recent years. This is why it has been relevant to work on it taking into account that teachers are major agents of the educational process. For this reason, the objective of this research is to describe the teachers’ attitudes towards inclusion and the relationship between gender and level of preparation. The research design had a quantitative, non-experimental and transversal descriptive approach. And for this purpose, 49 teachers from the “Unidad Educativa República del Ecuador” high school in Cuenca participated in this research. That is to say, the entire teaching population during the 2017-2018 school year. A socio-demographic record was used to collect general data, and the adaptation of the Tárraga questionnaire (2013) made by Clavijo (2016) was used to describe the attitudes. After analyzing the collected information, the result was that teachers have an indifferent attitude regarding to inclusive education.